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Full file at http://testbank360.eu/test-bank-applied-behavior-analysis-for-teachers-8thedition-albert Online Instructor's Manual with Test Items for Applied Behavior Analysis for Teachers Eighth Edition Prepared by Rebecca E. Waugh Upper Saddle River, New Jersey Columbus, Ohio i Full file at http://testbank360.eu/test-bank-applied-behavior-analysis-for-teachers-8th-editionalbert ______________________________________________________________________________ Copyright © 2009 by Pearson Education, Inc., Upper Saddle River, New Jersey 07458. All rights reserved. Printed in the United States of America. This publication is protected by Copyright and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. For information regarding permission(s), write to: Rights and Permissions Department. Pearson® is a registered trademark of Pearson plc Instructors of classes using Alberto’s and Troutman’s, Applied Behavior Analysis for Teachers, Eighth Edition, may reproduce material from the instructor’s manual for classroom use. 9 8 7 6 5 4 3 2 1 ISBN-13: 9780131592933 ISBN-10: 0131592939 ii Full file at http://testbank360.eu/test-bank-applied-behavior-analysis-for-teachers-8th-editionalbert Preface The purpose of this instructor’s manual is to provide instructor’s who are using Alberto and Troutman’s Applied Behavior Analysis for Teachers, Eighth Edition, supplementary activities and resources for their lectures and assignments. Each of the chapters in this manual corresponds with the chapters in the text. Each chapter in this manual contains the following: Chapter objectives: Contains instructional objectives pertaining to the chapter. These objectives may be used in the development of a course syllabus. Chapter summary and outline: Contains a brief summary of the text chapter and a basic content outline In-class activities: These are suggested activities to include in class lectures. Corresponding transparencies and/or materials are also identified for their use in class. Homework assignments: Each chapter contains suggestions for corresponding homework assignments for students that supplement chapter content and lecture information. These assignments are designed as a supplement to class readings and lectures. Videos, Internet resources, Additional resources: These are teacher and/or student resources that provide additional information or practice using concepts presented in the text. Transparencies/Overheads: Transparencies are provided that highlight major concepts provided in each chapter. PowerPoint slides of transparencies are also available. Handouts: Chapters also contain corresponding handouts that may be used for student homework assignments or review, as well as key terms defined. Test Questions: Finally, each chapter in this manual concludes with a bank of test questions that may be used for assessing student learning. Corresponding answers for each test may be found at the end of this manual. Also available online, the Instructor Resource Center at www.pearsonhighered.com has a variety of print and media resources available in downloadable, digital format – all in one location. As a registered faculty member, you can access and download pass-code protected resource files, course management content, and other premium online content directly to your computer. iii Full file at http://testbank360.eu/test-bank-applied-behavior-analysis-for-teachers-8th-editionalbert Digital resources available for Applied Behavior Analysis for Teachers 8e, by Paul A. Alberto and Anne C. Troutman include: Text-specific PowerPoint Lectures An online version of the Instructor’s Manual To access these items online, go to www.pearsonhighered.com and go to the Educators section and then click on the Instructor Resource Center button. Here you will be able to log in or complete a one-time registration for a user name and password. If you have any questions regarding this process or the materials available online, please contact your local Pearson sales representative. Hopefully, you and your students will find this manual to be valuable resources in the study of applied behavior analysis. Rebecca E. Waugh iv Full file at http://testbank360.eu/test-bank-applied-behavior-analysis-for-teachers-8th-editionalbert Table of Contents Page Chapter 1 ………………………………………………………………… In class activities…………………………………………………. Homework assignments and Resources …………………………. Handouts……………………..…………………………………… Test Questions …………………………………………………… Chapter 2 ………………………………………………………………… In class activities ………………………………………………… Homework assignments and Resources …………………………. Handouts...…………………..…………………………………… Test Questions …………………………………………………… Chapter 3 ………………………………………………………………… In class activities ………………………………………………… Homework assignments and Resources …………………………. Handouts ……………………..…………………………………… Test Questions …………………………………………………… Chapter 4 ………………………………………………………………… In class activities ………………………………………………… Homework assignments and Resources …………………………. Handouts ……………………..…………………………………… Test Questions …………………………………………………… Chapter 5 ………………………………………………………………… In class activities ………………………………………………… Homework assignments and Resources …………………………. Handouts ………………………………………………………… Test Questions …………………………………………………… Chapter 6 ………………………………………………………………… In class activities ………………………………………………… Homework assignments and Resources …………………………. Handouts ………………………………………………………… Test Questions …………………………………………………… Chapter 7 ………………………………………………………………… In class activities ………………………………………………… Homework assignments and Resources …………………………. Handouts ………………………………………………………… Test Questions …………………………………………………… Chapter 8 ………………………………………………………………… In class activities ………………………………………………… Homework assignments and Resources …………………………. Handouts ………………………………………………………… Test Questions …………………………………………………… v 1 3 5 6 9 16 18 19 20 23 30 32 34 35 42 50 51 52 53 58 67 69 71 72 75 84 86 87 89 91 98 100 102 104 107 115 117 119 120 122 Full file at http://testbank360.eu/test-bank-applied-behavior-analysis-for-teachers-8th-editionalbert Chapter 9 ………………………………………………………………… 130 In class activities ………………………………………………… 132 Homework assignments and Resources …………………………. 133 Handouts…………………………………………………………. 135 Test Questions …………………………………………………… 136 Chapter 10 ………………………………………………………………… 143 In class activities ………………………………………………… 144 Homework assignments and Resources …………………………. 145 Handouts ………………………………………………………… 146 Test Questions …………………………………………………… 147 Chapter 11 ………………………………………………………………… 154 In class activities ………………………………………………… 155 Homework assignments and Resources …………………………. 156 Handouts ………………………………………………………… 157 Test Questions …………………………………………………… 158 Chapter 12 ………………………………………………………………… 165 In class activities ………………………………………………… 166 Homework assignments and Resources …………………………. 167 Handouts ………………………………………………………… 168 Test Questions …………………………………………………… 169 Chapter 13 ………………. ……………………………………………… 175 In class activities …………………………………………………. 176 Homework assignments and Resources ………………………….. 176 Test Questions …………………………………………………… 177 Test Key…………………………………………………………………… 181 vi Full file at http://testbank360.eu/test-bank-applied-behavior-analysis-for-teachers-8th-editionalbert Chapter 1 Roots of Applied Behavior Analysis Chapter Objectives After reading this chapter, students will have an understanding of: 1. The criteria required for identifying explanations of behavior that are useful and meaningful 2. The historical development of applied behavior analysis 3. The contributions of physicians, psychiatrists, scientists, and psychologists in the study of human behavior 4. The impact different interpretations of human behavior have influenced practitioners and teachers Chapter Summary and Outline This chapter discusses the requirements for meaningful and useful explanations of human behavior. It then describes several interpretations of human behavior that have influenced large numbers of practitioners, including teachers. The discussion includes tracing the historical development of a way of understanding and predicting human behavior called applied behavior analysis. The chapter concludes by providing several examples of applied behavior analysis in action. I. The Usefulness of Explanations Why are explanations for behavior important? What requirements must be met in order to make an explanation useful? Inclusiveness Verifiability Predictive Utility Parsimony II. Biophysical Explanations How have theorists searched for explanations for human behavior within the physical structure of the body? Genetic and Hereditary Effects Biochemical Explanations Brain Damage Usefulness of Biophysical Explanations III. Developmental Explanations What theories attempt to explain behavior based on fixed, innate developmental sequences? Psychoanalytic Theory 7 Full file at http://testbank360.eu/test-bank-applied-behavior-analysis-for-teachers-8th-editionalbert A Stage Theory of Cognitive Development The Usefulness of Developmental Theories IV. Cognitive Explanation What theory attempts to explain behavior based on people’s perception of reality? Gestalt Psychology The Usefulness of Cognitive Theory V. Behavioral Explanation What principles does the behaviorist apply to explain the development of both typical and atypical human behavior? Positive Reinforcement Negative Reinforcement Punishment Extinction Antecedent Control Other Learning Principles The Task of the Behaviorist The Usefulness of the Behavioral Explanation VI. Historical Development of Behaviorism Where did behaviorism originate? Historical Precedents Philosophical and Psychological Antecedents Auguste Comte: Positivism Charles Darwin: Animal psychology William James: Functionalism Respondent Conditioning Ivan Pavlov Associationism Edward Thorndike Behaviorism John Watson Operant Conditioning B.F. Skinner I. II. III. IV. VII. Summary VIII. Key Terms IX. Discussion Questions 8 Full file at http://testbank360.eu/test-bank-applied-behavior-analysis-for-teachers-8th-editionalbert 9 Full file at http://testbank360.eu/test-bank-applied-behavior-analysis-for-teachers-8th-editionalbert In Class Activities Activity Resource Provide an overview of the chapter. Transparency 1.2: Overview of Chapter 1 Define the terms inclusive, verifiable, Transparency 1.3: predictive utility, and parsimony. Usefulness Criteria Provide an overview of the biophysical Transparency 1.4: explanation of human behavior; introduce Explanations of Human Behavior: dominant and recessive genetic inheritance. Biophysical Describe how dominant genetic traits are Transparency 1.5: passed from parents to their child. Dominant Genetic Inheritance Describe how recessive genetic traits are Transparency 1.6: passed from parents to their child. Recessive Genetic Inheritance Introduce the second explanation of human behavior, developmental explanation. Transparency 1.7: Briefly discuss the two developmental Explanations of Human Behavior: theories which address human behavior. Developmental When describing Freud’s Psychoanalytic Transparency 1.8: Theory, define id, ego, and superego. Freud’s Components of Personality Show video on Sigmund Freud. Biography-Sigmund Freud (1997). VHS. A & E Home Video. 58 min. Describe Jean Piaget’s Stage Theory of Transparency 1.9: Cognitive Development. Define Piaget’s Forces which Contribute to assimilation, accommodation, and Development equilibration. Piaget’s Developmental Theory: An Show video on Jean Piaget. Overview. (1989). VHS. San Luis Obispo, CA: Davidson Films Inc. 25 min. Transparency 1.10: Compare and contrast the Psychoanalytic A Comparison of Freudian and Theory and Stage Theory of Cognitive Piagetian Theories Development. Handout 1.1: A Comparison of Freudian and Piagetian Theories Define how Gestalt psychology has influenced education. Ask students to Transparency 1.11: summarize what useful information they Explanations of Human Behavior: may gain from cognitive information about Cognitive their students. Identify the fourth explanation of human Transparency 1.11: behavior, the behavioral explanation. Explanations of Human Behavior: Behavioral Discuss the focus of a behavioral Transparency 1.12: 10 Full file at http://testbank360.eu/test-bank-applied-behavior-analysis-for-teachers-8th-editionalbert explanation of human behavior. Behavioral Explanation of Human Behavior 11 Full file at http://testbank360.eu/test-bank-applied-behavior-analysis-for-teachers-8th-editionalbert Activity Resource Discuss and define the following important Transparency 1.13: concepts in the behavioral explanation: Important Concepts of Behavioral positive reinforcement, negative Explanation reinforcement, punishment, extinction, Handout 1.2: antecedent control, stimulus control, setting Chapter 1: Terminology events, modeling, and shaping. Discuss the historical development of Transparency 1.14 to 1.16: behaviorism from positivism through to Historical Development of B.F.Skinner and operant conditioning. Behaviorism B.F.Skinner: A Fresh Appraisal. (1999). VHS. San Luis Obispo, CA: Davidson Films Inc. 40 min. Show videos of B.F. Skinner His Own Best Subject: A Visit to B.F. Skinner’s Basement. VHS. San Luis Obispo, CA: Davidson Films Inc. 20 min. Define the term applied behavior analysis. Discuss the 7 characteristics of research Transparency 1.17: that is classified as applied behavior Applied Behavior Analysis analysis by Baer, Wolf, & Risely (1968). Review each of the views of possible Transparency 1.18: explanations of human behavior using the Usefulness of Explanations of criteria of inclusiveness, verifiability, Human Behavior predictive utility, and parsimony. Handout 1.3: Usefulness of Explanations of Human Behavior Review key terms from the chapter. Transparency 1.19: Key Terms 12 Full file at http://testbank360.eu/test-bank-applied-behavior-analysis-for-teachers-8th-editionalbert 13 Full file at http://testbank360.eu/test-bank-applied-behavior-analysis-for-teachers-8th-editionalbert Homework Assignments Have students observe a young child and identify the developmental stage at which the observed child is functioning according to Freud and Piaget Write a 1-2 paragraph example and explanation of the following sentence: “Learning occurs as a result of the consequences of behavior.” Have students research instructional strategies teachers use to establish stimulus control. Strategies include: antecedent cues, picture prompts, and auditory prompts. Have students review a study found in the Journal of Applied Behavior Analysis. Ask students to identify the behavior targeted for change, the intervention used by the investigator(s), and whether a functional relation between the two was established. Have students present their findings in class. Video Resources B.F. Skinner: A Fresh Appraisal (1999). VHS. San Luis Obispo, CA: Davidson Films Inc. 40 min. Biography-Sigmund Freud (1997). VHS. A & E Home Video. 58 min. His Own Best Subject: A Visit to B.F. Skinner’s Basement (2000). VHS. San Luis Obispo, CA: Davidson Films Inc. 20 min. Piaget’s Developmental Theory: An Overview (1989). VHS. San Luis Obispo, CA: Davidson Films Inc. 25 min. Additional Text Resources Beilin, H., & Pufall, P. (1992). Piaget’s theory: Prospects and possibilities. Hillsdale, NJ: Lawrence Erlbaum Associates. Morris, E.K., & Todd, J.T. (Eds) (1995). Modern perspectives on B.F. Skinner and Contemporary Behaviorism. Westport, CT: Greenwood Press. Nye, R. (1992). The legacy of B.F. Skinner: Concepts and perspectives, controversies and misunderstandings. Stamford, CT: Wadsworth. 14 Full file at http://testbank360.eu/test-bank-applied-behavior-analysis-for-teachers-8th-editionalbert H 1.1 Handouts A Comparison of Freudian and Piagetian Theories Freud’s Psychoanalytic Theory Piaget’s Theory of Cognitive Development AGE STAGE AGE STAGE Birth to 2 years Oral Stage: Gratification centered around the mouth Birth to 1 ½ years 2 to 4 years Anal Stage: Child derives gratification from withholding and controlling feces. This corresponds with toilet training. 1 ½ to 4 or 5 years 4 to 6 years Phallic Stage: Gratification centers around genitalia. Child becomes attached to parent of the opposite sex and develops hostility to parent of the same sex. 5 to 7 years 6 years to puberty Latency Stage: Child identifies with the parent of the same sex and play primarily with other children of the same sex in sex-stereotyped activities Genital Stage: Child becomes interested in members of the opposite sex. 7 to 11 years Puberty 12 years to Adult 15 Sensorimotor Intelligence: Infant is preoccupied with differentiating himself from the rest of the world and establishing representations of objects Preoperational ThoughtRepresentational Thinking: The child develops language, however is still unable to take another person’s point of view. Preoperational Thought-Intuitional Thinking: Child begins to understand conservation, attends to more than one aspect of an object at a time, and understands reversibility of some operations. Concrete Operations: Organizes perceptions and symbols; able to classify along several dimensions simultaneously; cannot solve abstract problems. Formal Operations: Deals with abstractions, hypothetical situations, and can think logically Full file at http://testbank360.eu/test-bank-applied-behavior-analysis-for-teachers-8th-editionalbert H 1.2 Terminology Term Applied Behavior Analysis Positive Reinforcement Behavior Consequence Negative Reinforcement Punisher Punishment Extinction Stimulus Control Antecedent Stimulus Modeling Shaping Definition Systematic application of behavioral principles to change socially significant behavior to a meaningful degree. Research tools enable users of these principles to verify a functional relation between a behavior and an intervention. The contingent presentation of a stimulus immediately following a response, which increases the future rate and/or probability of the response. Written as SR+. Any observable and measurable act of an individual (also called a response). Any stimulus presented contingent on a particular response. The contingent removal of an aversive stimulus immediately following a response. Negative reinforcement increases the future rate and/or probability of the response. A consequent stimulus that decreases the future rate and/or probability of a behavior The contingent presentation of a stimulus immediately following a response, which decreases the future rate and/or probability of the response. Withholding reinforcement for a previously reinforced behavior to reduce the occurrence of the behavior. The relationship in which an antecedent causes behavior or serves as a cue for the behavior to occur. Repeated occurrences of the behavior depend on its being reinforced. An antecedent that serves as an appropriate cue for occasioning a response and, therefore, results in reinforcement is known as a discriminative stimulus (SD). An antecedent that does not serve as an appropriate cue for occasioning a response and, therefore, does not result in reinforcement is known as an S-delta (SD). A stimulus that precedes a behavior. This stimulus may or may not serve as discriminative for a specific behavior. Demonstrating a desired behavior in order to prompt an imitative response Teaching new behaviors through differential reinforcement of successive approximations to a specified target behavior. 16 Full file at http://testbank360.eu/test-bank-applied-behavior-analysis-for-teachers-8th-editionalbert H 1.3 Usefulness of Explanations of Human Behavior Theoretical Explanation Inclusiveness Verifiability Predictive Utility Parsimony Biophysical Poor Fair Poor Poor Developmental Good Poor Fair Poor Cognitive Good Poor Poor Poor Behavioral Fair Good Good Good 17 Full file at http://testbank360.eu/test-bank-applied-behavior-analysis-for-teachers-8th-editionalbert Chapter 1 Test Questions Roots of Applied Behavior Analysis True-False Questions 1-1. Developmental theories verify and prove that inappropriate and maladaptive behavior can be explained by a failure to reach or pass a particular stage. 1-2. Certain genetic characteristics may increase the probability of certain behavioral characteristics. 1-3. According to the psychoanalytic theory, most people fixate at a certain stage thus becoming overeaters, smokers, verbally abusive and/or anal-retentive. 1-4. Gestalt psychology's emphasizes humans imposing structure on their environment and seeing relationships rather than individual objects or events as separate entities. 1-5. John Watson first distinguished operant from respondent conditioning. 1-6. A parsimonious explanation of behavior includes explanations distant from observed behavior and its relationship to the environment. 1-7. The Gestalt psychology cognitive explanation for behavior meets the criterion of inclusiveness, predictive utility, and parsimony for explaining behavior. 1-8. Biophysical explanations of behavior include theories based on genetic or hereditary factors. 1-9. Twin studies are often conducted to examine developmental explanations of behavior. 1-10. Freud’s Psychoanalytic Theory provides a strong cognitive explanation of behavior. 1-11. Developmental theories are difficult to verify and prove that the causes of behavior may be attributed to passage through a certain developmental stage. 1-12. Gestalt psychology emphasizes that learning is a process of imposing structure on perceived information. 1-13. Reflexive behaviors that are not under voluntary control are associated with operant conditioning. 1-14 Behaviors that are voluntary in nature rather than reflexive are usually associated with operant conditioning. 1-15. Applied behavior analysis may be defined as the process of applying behavioral principles to improve behaviors while simultaneously evaluating whether noted changes may be attributed to the application of those principles. 18 Full file at http://testbank360.eu/test-bank-applied-behavior-analysis-for-teachers-8th-editionalbert 19 Full file at http://testbank360.eu/test-bank-applied-behavior-analysis-for-teachers-8th-editionalbert Multiple Choice Questions 1-16. In explaining behavior, a useful theory must be: a. inclusive and justifiable b. inclusive, verifiable, and justifiable c. verifiable, exclusive, and predictable d. inclusive, verifiable, have predictive validity, and be parsimonious 1-17. Information concerning a child's brain damage: a. can be useful in the teacher's selection of behavior management techniques b. helps teachers determine who should be in school and who should not c. can cause teachers to have low expectations of students and give them excuses not to teach d. none of the above 1-18. A genuine scientific explanation must: a. be inclusive of all behaviors b. predict one behavior to the exclusion of all other behaviors c. a and b d. none of the above 1-19. A relationship among events in which the rate of a behavior's occurrence increases when some environmental condition is removed is: a. differential reinforcement b. reinforcement c. positive reinforcement d. negative reinforcement 1-20. To the behaviorist, punishment occurs only when: a. the preceding behavior decreases b. the preceding behavior increases c. both a and b d. neither a or b 1-21. The focus of the behavioral approach is: a. observing and predicting b. facilitating behavior change c. recording and verifying aberrant behaviors d. all of the above 1-22. Which is NOT a contributor to the behavioral viewpoint? a. functionalism b. naturalism c. animal psychology d. positivism 20 Full file at http://testbank360.eu/test-bank-applied-behavior-analysis-for-teachers-8th-editionalbert 21 Full file at http://testbank360.eu/test-bank-applied-behavior-analysis-for-teachers-8th-editionalbert 1-23. Pairing stimuli so that an unconditioned stimulus elicits a response is known as all of the following EXCEPT: a. Pavlovian b. classical c. respondent conditioning d. shaping 1-24. “Jack can’t learn because he has Down syndrome” is an example of what explanation of behavior? a. biophysical explanation b. developmental explanation c. cognitive explanation d. behavioral explanation 1-25. An antecedent stimulus is: a. an event occurring before the behavior is performed b. an event occurring after the behavior is performed c. a and b d. none of the above 1-26. To qualify as a behavior, something must be: a. observable b. quantifiable c. a and b d. none of the above 1-27 Behaviorists are LEAST concerned with the following: a. functional relation b. observable behaviors c. present events d. past events 1-28. For an explanation of behavior to be “verifiable” it must a. account for a substantial quantity of behavior b. provide reliable answers about what people are likely to do under certain circumstances c. provide the simplest explanation d. be testable 1-29. Operant conditioning deals with __________ behaviors. a. emotional b. trained c. reflexive d. voluntary 22 Full file at http://testbank360.eu/test-bank-applied-behavior-analysis-for-teachers-8th-editionalbert 1-30. When a previously reinforced behavior is no longer reinforced and its rate of occurrence decreases, what behavioral principle is being used? a. Punishment b. Positive Reinforcement c. Positive Punishment d. Extinction 1-31. When a pleasant consequence to a behavior results in an increase in the behavior’s rate of occurrence, what behavioral principle is being used? a. Negative Reinforcement b. Positive Reinforcement c. Punishment d. Stimulus control 1-32. An event is described as ________ if the rate of occurrence of a preceding behavior decreases. a. Negative Reinforcement b. Positive Reinforcement c. Shaping d. Punishment 1-33. What is known as a “demonstration of behavior”? a. Modeling b. Shaping c. Positive Reinforcement d. Operant Conditioning 1-34. The behavior principle that describes a relationship between behavior and an antecedent stimulus rather than behavior and its consequences are known as: a. Stimulus control b. Respondent conditioning c. The Law of Effect d. Principle of Parsimony 1-35. For an explanation of behavior to have predictive utility it must a. account for a substantial quantity of behavior b. be testable c. provide the simplest explanation d. provide reliable answers about what people are likely to do under certain circumstances 1-36. The Law of Effect is associated with what behavioral principle? a. Negative reinforcement b. Positive reinforcement c. Punishment 23 Full file at http://testbank360.eu/test-bank-applied-behavior-analysis-for-teachers-8th-editionalbert d. Antecedent prompting 1-37. For an explanation of behavior to be parsimonious, it must a. account for a substantial quantity of behavior b. be testable c. provide the simplest explanation d. provide reliable answers about what people are likely to do under certain circumstances 1-38. Who is associated or responsible for the use of the term “behaviorism?” a. Skinner b. Watson c. Darwin d. Pavlov 1-39. _________ conditioning deals with behaviors that are voluntary rather than reflexive. a. Operant b. Respondent c. Reflexive d. Overactive 1-40. What is the major purpose of applied behavior analysis? a. to provide a process of systematically applying specific principles to facilitate behavior change b. to provide a systematic means of determining whether changes in behavior may be attributed to the application of behavioral principles. c. none of the above d. A and B 1-41. Which of the following is NOT one of the criteria set forth by Baer, Wolf, and Risley (1968) as the qualifications for research to be considered applied behavior analysis: a. the behavior must be socially important b. the behavior must be objectively defined c. a functional relation must be demonstrated d. must be an aberrant behavior 1-42. Which of the following influenced the behaviorist movement? a. cognitivism b. functionalism c. constructivism d. none of the above 24 Full file at http://testbank360.eu/test-bank-applied-behavior-analysis-for-teachers-8th-editionalbert 1-43. John was scheduled to take a spelling test each Friday. His mother told him if he received 90% correct or better for three out of four spelling test he would get to buy a new video game. His mother was employing which of the following behavioral techniques? a. punishment b. negative reinforcement c. shaping d. positive reinforcement 1-44. Which of the following is attributed with the Stage Theory of Development? a. Jean Piaget b. Sigman Freud c. Ivan Pavlov d. B. F. Skinner 1-45. Ms. Sims was having difficulty getting Tia to sit during morning circle. She decided that she would reinforce Tia’s attempts to sit during circle time. She began by reinforcing Tia when she was standing next to her chair, then when she had one knee on her chair. She continued this process until Tia remained seated during morning circle time. Ms. Sims employed which the following behavioral techniques? a. modeling b. shaping c. positive reinforcement d. negative reinforcement 1-46. Operant behaviors are ______ voluntarily, whereas respondent behaviors are ________ by stimuli. a. elicited, occasioned b. emitted, elicited c. occasioned, emitted d. none of the above 1-47. Circumstances which temporarily alter the power of a reinforcer are known as _________. a. models b. negative reinforcers c. setting events d. positive reinforcers 1-48. Theorists who explain human behavior based on physical influences employ which of the following explanations? a. cognitive b. biophysical c. cognitive 25 Full file at http://testbank360.eu/test-bank-applied-behavior-analysis-for-teachers-8th-editionalbert d. behavioral 1-49. Which of the following theorists is credited with classical conditioning? a. B.F. Skinner b. Jean Piaget c. Ivan Pavlov d. none of the above 1-50. ____________ is the process of using successive approximations to teach a new behavior or skill. a. stimulus control b. shaping c. modeling d. generalization Short Answer Questions 1-51. Define and give an example of a functional relation. 1-52. What is meant by extinguishing a behavior? 1-53. List three qualifications research must have in order to be considered Applied Behavior Analysis. 1-54. What is meant by stimulus control? 1-55. Define and give an example of modeling. . Essay *1-56. Discuss how Skinner’s distinguishing of operant from respondent conditioning impacted the study of applied behavior analysis. *1-57. As a behaviorist working in a school of teachers who believe very strongly in developmental theory, how would you convince them that a behavioral approach may be more appropriate for some of their students? * 1-58. Based on the criteria set forth by the usefulness explanation of human behavior (inclusiveness, verifiability, predictive utility, and parsimony) compare and contrast behaviorism with one of the following proposed explanations of human behavior: biophysical, developmental, or cognitive. 26 Full file at http://testbank360.eu/test-bank-applied-behavior-analysis-for-teachers-8th-editionalbert * 1-59. Define and differentiate between positive reinforcement, negative reinforcement, and punishment. Give an example of each and discuss which of the three is preferred and why? *1-60. List and discuss the contributions put forth by three behaviorists and explain how their contributions furthered the field of behaviorism. 27 Full file at http://testbank360.eu/test-bank-applied-behavior-analysis-for-teachers-8th-editionalbert 28